Grant Project: produce a grant proposal with a motivational component applied to an area of interest. By writing a mini-grant proposal, students will:
• gain an understanding of the basic steps of grant development guided by theory and evidence
• review what is known on the topic of interest
• plan a well-designed applied program or intervention that is theory and evidence based
Timeline
SEPTEMBER 22
Students submit an idea for a grant project and an “elevator pitch” for it. Elevator pitch à a brief (~2 minutes; or a long paragraph), persuasive argument that students use to spark interest in their idea and explore the need and general objective – this will be written but we will share in small groups in class.
OCTOBER 03
“Letter of Intent” Students will identify a compelling program or intervention and write a convincing proposal. One single-page proposal idea (Called a “Letter of Intent”) explaining the problem to be addressed, central goals of the applied program, general idea for proposed program, and the significance (need). It should be no more than 1 single spaced page but at least 300 words.
DECEMBER 1 – Proposal Due (include the following sections) (30% of class grade)
Aims and Theoretical Basis: the goal of this section is to introduce the aims of the proposal (e.g., goals of the applied program) and why it is important. What problem is being addressed, use citations to provide a compelling case. Articulate how the proposal advances knowledge in the motivational science field or directly fulfills an applied need. Present a theory or theories that are used to guide and support the program. Additionally, in this section students should offer several hypotheses or expectations about the impact of the program and this should be linked to evidence and theory (~1-2 pages).
Background: the goal of this section is to review prior relevant research on the research topic. Students will lay out what is known and what remains unknown about the topic. This section is meant to help the “grant manager (i.e. the reviewer)” understand how the program is situated in the context of both research and other programs (~1-2 pages).
Method: The goal of this section is to provide a broad technical description of the proposed plan: Students will write to convince that the idea deserves funding. Students will clearly describe their proposed program and show how it is linked to theory and evidence. Include how you will assess that you are successful in meeting your objectives/aims. ~1-2 pages
Budget and Budget Justification: Well thought out budgets are critical to successful grant applications. Careful thought to what is needed in order to execute a program is very important. Do your best to estimate what resources and associated expenses are needed to carry out your program. Include an itemized list with associated expenses and a paragraph justifying each line item. ~1 page
Consult with the instructor with any questions or concerns to guide the final proposal. The final grant proposal should be about 5-6 pages (single spaced) not including references. Papers will be graded based on creativity and accurate theoretical and empirical basis for the proposal as well as ability to clearly communicate concepts.
DECEMBER 1 – Presentations (5% of class grade)
“Three Minute Thesis” format presentation: Students will prepare a three-minute presentation to the class of the final proposal. This should be a compelling “Ted Talk” style presentation that is succinct yet thorough. The motivational focus must be central. Use a single powerpoint slide or visual.
Sample Answer
This prompt outlines the steps and requirements for a mini-grant proposal project focusing on a motivational intervention. Since the deadlines are staggered, I will provide guidance for the first two deliverables (the SEPTEMBER 22 Elevator Pitch and the OCTOBER 03 Letter of Intent) and a detailed structural plan for the DECEMBER 1 Final Proposal.
Part 1: Grant Project Idea and Topic Selection
Let's choose a project idea related to motivation that addresses a current social or psychological need.
Area of Interest: Enhancing academic self-regulation and motivation among first-generation college students from low-income backgrounds.
Motivational Theory Focus: Self-Determination Theory (SDT), specifically focusing on supporting the basic psychological needs of Autonomy, Competence, and Relatedness.
Part 2: SEPTEMBER 22 - Elevator Pitch
Project Title: The Autonomy, Competence, Relatedness Enhancement (ACRE) Mentorship Program
Elevator Pitch (Long Paragraph Format):
First-generation college students, particularly those from low-income backgrounds, face significantly higher rates of academic attrition than their peers, often struggling less with intelligence and more with self-regulation, imposter syndrome, and a lack of institutional relatedness. This is fundamentally a motivational crisis. Our ACRE Mentorship Program directly addresses this by applying principles from Self-Determination Theory (SDT). We propose pairing these students with trained peer and faculty mentors who focus not on telling them what to study, but on supporting their intrinsic motivation. Mentors will foster autonomy by allowing students choice in goal setting; enhance competence by offering structured, mastery-oriented feedback; and build relatedness by providing a non-judgmental, supportive campus connection. The core objective is to shift students' motivation from external pressure (fear of failure) to internalized, autonomous motivation (inherent interest and value), thereby increasing academic persistence, overall well-being, and ultimately, graduation rates.
Part 3: OCTOBER 03 - Letter of Intent
(Single-Spaced, Max 1 Page, Min 300 words)
[ORGANIZATION LETTERHEAD]
To: The Grant Review Committee From: [Your Name/Program Director] Date: October 3, 2025 Subject: Letter of Intent for the Autonomy, Competence, Relatedness Enhancement (ACRE) Mentorship Program
Problem to be Addressed: The College Persistence Crisis in First-Generation Students
The academic and psychological persistence of first-generation, low-income college students presents a critical national equity challenge. While universities enroll these students, many fail to graduate: 89% of low-income, first-generation students leave college within six years without a degree, compared to 55% of their more advantaged peers. This failure is often rooted in a motivational deficit, driven by a mismatch between the students' intrinsic values and the high external pressure of the institutional environment. These students experience greater challenges related to self-efficacy, difficulty with academic self-regulation (planning, time management), and a pronounced lack of belonging (relatedness), often feeling like "imposters." Traditional orientation and advising programs fail to address the core psychological needs necessary for sustainable, autonomous motivation and long-term academic success, perpetuating systemic inequity.
Central Goals of the Applied Program
The ACRE Program seeks to enhance the academic self-determination and persistence of first-generation college students (FGCS) in their critical first two semesters. Our central goals are:
To significantly increase students' perception of autonomy (feeling ownership over their education).